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Plymouth University

Academic Partnerships

CORNWALL COLLEGE (EDEN PROJECT)

Programme Quality Handbook

BSc (Hons) Horticulture

(Garden and Landscape Design)

Academic Year 2017-2018

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

1 | P a g eBSc(Hons) Horticulture Handbook 2016-17 V2 updated Jan 2018

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title:

BSc (Hons) Horticulture (Garden and Landscape Design)

Internal Programme Code: FT 5298 PT 5299

Partner Delivering Institution: Eden Project

State Date: 2017-18

First Award Date: 2020 (Full time) 2023 (Part time)

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.........................................................................................................................5

PS2. Brief Description of the Programme..............................................................................................5

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................5

PS4. Exceptions to Plymouth University Regulations.............................................................................6

PS5. Programme Aims...........................................................................................................................6

PS6. Programme Intended Learning Outcomes (ILO)............................................................................6

PS7. Distinctive Features.......................................................................................................................7

PS8. Student Numbers...........................................................................................................................7

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/Quality-Code-Overview-2015.pdf, last accessed 26th June 2017 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/Quality-Code-Overview-2015.pdf

PS9. Progression Route(s)......................................................................................................................7

PS10. Admissions Criteria......................................................................................................................8

PS11. Academic Standards and Quality Enhancement........................................................................11

PS12. Programme Structure................................................................................................................13

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......16

PS14. Work Based/ Related Learning..................................................................................................32

Appendix.............................................................................................................................................34


PS1. Programme Details

Awarding Institution: Plymouth University

Partner Institution and delivery site (s): Eden Project

Accrediting Body: N/A

Language of Study: English

Mode of Study: Full Time (3 years)/ Part Time (6 years)

Final Award: BSc(Hons) Horticulture (Garden and Landscape Design)

Intermediate Award: Certificate of Higher Education / Diploma of Higher Education

Programme Title: BSc (Hons) Horticulture (Garden and Landscape Design)

UCAS Code: 4RL6

JACS Code: 4RL6

Benchmarks: Agriculture, horticulture, forestry, food and consumer sciences (2009)

Date of Programme Approval: 2 May 2014

PS2. Brief Description of the Programme

BSc (Hons) Horticulture (Garden & Landscape Design) programme has been specifically designed to meet clearly identified skills gaps required to support and develop the UK horticultural industry across all commercial sectors. Both the programme of study and student experience are greatly enhanced through the collaboration between Duchy College and the Eden Project. The mixture of resources including Eden's plant collections, growing environments, nursery and dedicated teaching facilities coupled with the nationally renowned micro-propagation research facility of Duchy College Rosewarne, provide a world class platform from which this exciting and stimulating programme will be delivered.


Learners embarking on this programme will become integrated within Eden Project and, in addition to attending the carefully designed taught modules, will have the opportunity to apply and develop a wide range of practical skills by participating in activities in the tropical and Mediterranean biomes, the outdoor garden and nursery crop production facility. The programme of study also requires students to undertake project work in the Eden quarantine centre and the micro-propagation laboratory. As well as benefiting from working alongside Eden's skilled and specialist horticulturalists learners also undertake a work placement within another commercial enterprise.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available here: https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulations)

None

PS5. Programme Aims

This programme will deliver:

1. To enable students to develop an understanding and detailed knowledge of the broad principles underpinning horticulture and develop specific skills and competencies in garden and landscape design.

2. To enable graduates to become horticultural practitioners who will be employable, flexible, innovative and creative. Graduates will develop a detailed understanding of the management of, design, and appropriate use of amenity horticulture and design technology resources.

3. To develop graduates with an understanding of the importance of environmental impact and sustainability within a horticultural context whilst considering the broader social, cultural and economic concerns around these.

4. To develop graduates capable of critical thinking; analysis and able to undertake original research; demonstrating an ability to understand the complex issues that face horticulture.

5. To develop graduates with expert knowledge of garden and landscape design as evidenced by a portfolio of high quality design work.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:


1. Be able to demonstrate fundamental knowledge and critical understanding of the well-established principles of horticulture, including a detailed understanding of some advanced aspects of garden and landscape design.

2. Have a complete perspective of the horticulture industries as a complex system having economic, social, political and technological contents which are mutually interactive.

3. Demonstrate industry standard competencies that will equip them for a wide range of careers in horticulture and the related land-based industries.

4. Have a deep understanding of the role of horticulture in contemporary challenges within environmental, social, ethical and political contexts.

5. Have significant competence for independent learning and critical thinking, showing a passion and stimulated interest in their chosen area of study, thus providing the foundation for life-long learning.

6. Have significant competence in research skills and critical analysis, enabling the completion of an individual dissertation within a chosen area of specialist study.

7. Have a large range of transferable skills including communication (written, oral, visual), team building, observation skills, planning, judgement and problem solving.

PS7. Distinctive Features

This programme is distinctive from other horticulture courses as it capitalises on the partnership between Cornwall College and Eden Project and benefits from being based at the internationally renowned Eden Project site. Not only do students have access to a dedicated teaching team they also have opportunities to engage with the Eden team and visitors. The course includes elements of practical work placement and provides opportunity to reflect on and develop practical skills. Students will utilise Duchy College Rosewarne’s micropropagation unit which is licenced by the Food and Environment Research Agency to undertake propagation from plants potentially infected with Phytophthora ramorum/kernoviae. The unit is involved in conserving threatened plants in Scotland and Northern Ireland in addition to working with the National Trust throughout the country. These combined with an emphasis on subjects such as ethnobotany and contemporary issues gives a holistic view of horticulture in a national and global context

PS8. Student Numbers

Minimum student numbers per stage = 10

Target student numbers per stage = 15

Maximum student numbers per stage = 20

PS9. Progression Route(s)


As a BSc (Honours) Degree graduate you will have a wide choice of career opportunities throughout the private and public sectors, both in the United Kingdom and abroad. Plymouth University enjoys a good record for the employability for its graduates.

Graduates have a range of opportunities within industrial and commercial organisations where a broad-based and work-related education is desirable. Skills gained through the BSc (Hons) Horticulture (Garden and Landscape Design) programme are widely recognised as having currency across different employment sectors. Graduates of the programme will have acquired key competencies and skills, technical knowledge, an appreciation of relevant scientific principles and expertise; which they can apply within their daily work in the horticultural industry.

Students completing the BSc (Hons) Horticulture (Garden and Landscape Design) are eligible to apply for MSc courses in relevant disciplines. BSc (Hons) Horticulture (Garden and Landscape Design) students who achieve an overall 2.1 grade, with a 2.1 in the honours project module, will be eligible to apply to undertake a Research Masters (ResM) approved by Plymouth University, based at Duchy College.

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2:- Key Skills requirement / Higher Level

Diploma:Level 2 in Literacy & Numeracy / At least One Distinction in appropriate subject

and/or

- GCSEs required at Grade C or above:

Any five subjects passes including English and Maths.

Entry to the BSc programme requires a GCSE grade C or above (or equivalent) in English and Maths.

Level 3: at least one of the following:

- A Levels required to meet AS/A2/UCAS Points Tariff:

240 UCAS tariff points minimum achieved from at least two full A-levels or equivalent (including one Science subject), BTEC Diploma in Horticulture (Merit, Merit, Merit) or other equivalent subjects will be considered

- Advanced Level Diploma: Advanced Diploma in appropriate subject

- BTEC National Certificate/Diploma: Advanced Diploma in appropriate subject

- HNC/D:

HNC 120 credits at Level 4 required for entry into Level 5 BSc (Hons)HND 240 credits of which 120 at Level 5 required for entry into Level 6 BSc (Hons)Additional bridging work may be required to enter a specific pathway

- VDA: AGNVQ, AVCE, AVS: Advanced GNVQ/AVCE or NVQ Level 3

- Access to HE Diploma/Certificate or Year 0 provision: Diploma 45 credits at Level 3 in appropriate subject

- International Baccalaureate: 24



- Irish / Scottish Highers / Advanced Highers: 240 Tariff points

Work Experience: Assessed on application

Other non-standard awards or experiences: Assessed on application

APEL / APCL4 possibilities: www.plymouth.ac.uk

Interview / Portfolio requirements:

Mature students will have to demonstrate at interview the necessary motivation, potential, experience and/or knowledge.

Disabilities – the course welcomes applications from students with disabilities and is committed to its inclusive policy. In order to be more learner-centred, the college requests that all applications be considered individually and in consultation with the programme manager.

The programme requires some physical activities to be carried out as part of a comprehensive horticultural training. Candidates with any concerns about this should discuss these issues at interview and enquire about college support systems.The college will undertake to make all reasonable adjustments to facilitate students with disabilities.

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required:

This May be required for some placements. There may be a charge for DBS certification.

Transfer to Stage Two of BSc (Hons) Transfer of students from FdSc before the completion of the award (i.e. from stage 1 FdSc to stage 2 BSc (Hons) will only be considered if the following criteria have been reached:All students

1. Students must have completed Stage one with 120 credits passed

2. Students will be asked to provide a portfolio of evidence to assess the pathway they may undertake within the BSc (Hons) programme. The portfolio requirements will be advised on a pathway basis by the BSc (Hons) programme manager

Students progressing from Duchy college FdScStudents must complete a bridging project (normally an analysis based lab project – completed the week following summer term assessment week) to fulfil the LO assessed in Soil Science & Plant Nutrition (CORR160). This work will be set by the BSc (Hons)

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning9 | P a g e

BSc(Hons) Horticulture Handbook 2016-17 V2 updated Jan 2018

http://www.plymouth.ac.uk/


Programme Manager and must be completed and passed before enrolment on Stage 2 of the BSc (Hons).

Progression to Stage Three of BSc (Hons) Students who have previously completed an appropriate Foundation Degree currently are able to ‘top-up’ to a final year one year BSc (Hons) Horticulture. The three year BSc (Hons) Horticulture programme will still facilitate this progression opportunity.

All studentsThe following criteria have been reached for all students:

Students must have completed an appropriate HE award accumulating 240 credits, normally this will be a FdSc or HND in a related horticulture subject.

Students progressing from Duchy College FdScProgression requirements are detailed in the FdSc programme specification for students progressing from the Duchy College FdSc and are summarised here:

Students progressing from the Duchy College FdSc Horticulture will have to additionally meet the following criteria:

1. Completion of the project proposal elements of the Research Methods (CORR2024) module. This would involve the completion of a ‘summer school’ culminating in the submission and achievement of the project proposal assessment laid down within the Research Methods module.

2. Completion of a bridging project (normally an analysis based lab project – completed the week following summer term assessment week) to fulfil the LO assessed in Soil Science & Plant Nutrition (CORR160). This work will be set by the BSc (Hons) Programme Manager and must be completed and passed before enrolment on Stage 3 of the BSc (Hons).

3. Students will be enrolled on the award pathway title appropriate to the mix of modules studied within their Foundation degree. Students will be asked to provide a portfolio of evidence to assess the pathway they may undertake within the BSc (Hons) programme. The portfolio requirements will be advised on a pathway basis by the BSc (Hons) programme manager.

4. Students enrolling on the Garden and Landscape design pathway will also be required to undertake a piece of bridging work covering the skills and techniques developed in module CORR164 (Design



communications; tools and techniques).

Students progressing from another institutionStudents progressing with an FdSc Horticulture or related subject external to Duchy College will have to additionally meet the following criteria:

1. Demonstration of credit accumulation reflective of the content of the Research Methods (CORR2024) and Soil Science & Plant Nutrition (CORR160) module. This will be assessed at interview by the BSc (Hons) Programme Manager. Where necessary a portfolio of evidence and/or completion of appropriate bridging work will be necessary before enrolment.

2. Students will be enrolled on the award pathway title appropriate to the mix of modules studied within their Foundation degree; this will be considered at admissions by the programme manager.

3. Students will be assessed on an individual basis with accreditation of appropriate prior learning and a requirement for bridging work to be undertaken where required to ensure that the student possesses the appropriate skills and knowledge to undertake Level 6 pathway of study.

PS11. Academic Standards and Quality Enhancement

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

The following modules are parented by other programmes, as detailed and therefore covered by the respective external examiner:


HNC/D Garden and Landscape Design (External Examiner - Chris Young) Garden and Landscape Design I: Foundation – Space, Place & User (CORRR139)

Design Communications: Tools and Techniques (CORR164) Garden and Landscape Design 2: Planning & People (CORR2030)

Core Module (External Examiner – tbc) Personal Employability and Skills Development (CORC1013)

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: 6 For: Full Time

F/T Route Year When in Year? Core or Option Module Credits Module

1 All Core 20 CORC1013 Personal and Employability Skills Development

1 All Core 20 CORR158 Introduction to Botany

1 All Core 20 CORR159 Plant Use in the Landscape

1 All Core 20 CORR160 Soil Science & Plant Nutrition

1 All Core 20 CORR163 Garden And Landscape Design 1: Foundation – Space, Place & User

1 All Core 20 CORR164 Design Communications: Tools and Techniques

2 All Core 20 CORR2024 Research Methods

2 All Core 20 CORR2025 Plant Growth and Development

2 All Core 20 CORR2026 Plant Production and Propagation

2 All Core 20 CORR2027 Plant Ecology

2 All Core 20 CORR2030 Garden and Landscape Design 2: Planning & People

2 All Core 20 CORR2031 Garden Landscape Histories: Theories and Contexts

3 All Core 40 CORR309 Honours Project

3 All Core 20 CORR310 The Contemporary Horticulture Environment


3 All Core 20 CORR311 Sustainable Horticultural Enterprises

3 All Core 20 CORR314 Advanced Plant Use and Implementation

3 All Core 20 CORR315 Professional Landscape and Garden Design

FHEQ level: 6 For: Part Time

P/T Route Year When in Year? Core or Option Module Credits Module

1 All Core 20 CORC1013 Personal and Employability Skills Development

1 All Core 20 CORR158 Introduction to Botany

1 All Core 20 CORR164 Design Communications: Tools and Techniques

2 All Core 20 CORR163 Garden And Landscape Design 1: Foundation – Space, Place & User

2 All Core 20 CORR159 Plant Use in the Landscape

2 All Core 20 CORR160 Soil Science & Plant Nutrition

3 All Core 20 CORR2030 Garden and Landscape Design 2: Planning & People

3 All Core 20 CORR2025 Plant Growth and Development

3 All Core 20 CORR2026 Plant Production and Propagation

4 All Core 20 CORR2027 Plant Ecology

4 All Core 20 CORR2031 Garden Landscape Histories: Theories and Contexts

4 All Core 20 CORR2024 Research Methods


5 All Core 40 CORR309 Honours Project

5 All Core 20 CORR314 Advanced Plant Use and Implementation

6 All Core 20 CORR310 The Contemporary Horticulture Environment

6 All Core 20 CORR311 Sustainable Horticultural Enterprises

6 All Core 20 CORR315 Professional Landscape and Garden Design


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

Level: Four.For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmark(s) Agriculture, horticulture, forestry and consumer sciences 2009

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments

Related Core Modules

Knowledge / UnderstandingBy the end of this level of this programme the students will be able to demonstrate for (a threshold pass): an understanding of the scientific principles of

horticulture. Apply a limited range of specific scientific and

technological processes identify appropriate knowledge bases and some

theoretical perspectives relating to horticulture

Primary: Lectures, Seminars and

tutorials Directed independent study

and researchSecondary/Supplementary: Case studies Problem-solving exercises Report writing Plymouth Intranet/internet

1 1,2 Key knowledge and understanding is assessed via a combination of; Tests Examinations Essays Individual and group

presentations Seminar performances

CORR1013CORR159CORR160CORR163CORR164








Qualitative and quantitative approaches to information.

an understanding of issues of sustainability and environmental impact.

Develop an awareness of the risks of exploitation and sustainable solution to horticultural issues.

Apply the knowledge learnt to a range of routine real-life situations.

Describe some features of the legal and ethical framework application to horticultural production systems.

resources Plymouth student portal CC Intranet/internet

resources

CORR158

An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Cognitive and Intellectual Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass: The application of subject knowledge and

understanding in order to address familiar and unfamiliar problems.

Demonstrate some understanding of subject specific theories, paradigms, concepts and principles.

Primary: Class exercises Intranet/internet exercises Tutorial/seminar discussions Feedback via coursework

assessment process (essays etc.)

Secondary/Supplementary: Class and seminar

interactions and feedback

Cognitive and intellectual skills are assessed via; Essays/projects/

dissertations Examinations

/tests Coursework/

group work on practical application questions

CORR1013CORR159CORR160CORR163CORR164CORR158








Collate summarise and analyse information from various sources.

Source academic literature and extract relevant points.

Recognise the existence of moral and ethical issues associated with horticulture.

1 1,2 Assessed presentations

An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Key Transferable Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass: Literary and information processing Self-management Communicate to a variety of audiences (oral,

written, CIT) Select an appropriate sampling procedure;

process and interpret data. Recognise and respect the views of others. Handle computer-based information with

guidance, using appropriate techniques and software.

Make some contribution to teamwork and goals

Primary: Library and other research

exercises Group work awareness and

practice Computer-based learning &

assessmentSecondary/Supplementary: Class and seminar

interactions and feedback 1, 1,2

Transferable skills are assessed via; Coursework of all

types Examination

preparation and completion

Group presentations









An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Employment Related Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass: identify and work towards targets for personal,

career and academic development develop the skills necessary for self-managed

and lifelong learning (that is, independent study, time management, organisational skills)

recognise personal strengths and weaknesses

Primary: Group work awareness and

practice Practical sessions Reflection sessionsSecondary/Supplementary: Employer and placement

manager feedback

1 1,2

Employment related skills are assessed by: Consultancy reports and or exhibitions

Portfolio of Evidence

Reflective Log Various normally

presentations and seminar debates


An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Practical Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass: Planning, conducting, and reporting

Primary: Projects Designated tasksLectures, tutorials and seminars

Practical skills are assessed via; Project work Competence in a

range of appropriate CORR1013CORR159








investigations, including the use of secondary data.

Collecting and recording information or data in the library, laboratory, or field and summarising it using appropriate methods.

Interpret practical results with guidance and presents results of investigation in a number of formats.

1 1,2

communication techniques

CORR160CORR163CORR164CORR158

An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 4 normally a standard of 60 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (30%) and coursework (70%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.

Level: Five.For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmark(s) Agriculture,

horticulture, forestry and consumer sciences 2009






Knowledge / Understanding:By the end of this level of this programme the students will be able to demonstrate for:


tutorials

1,2,3 1,2,4,5 Key knowledge and understanding is assessed via a combination of;

CORR2024CORR2025CORR2026









A threshold pass: The underlying principles of horticulture. Knowledge and development of the subject

area. Qualitative and quantitative approaches to

information. Develop an understanding of issues of

sustainability and environmental impact. The location of resources, the management,

exploitation and the utilisation of resources within an ethical framework.


Integrate into practice the principle developments of theory, experiment, investigation and fieldwork.

Develop an understanding of information and data, and their setting within a theoretical framework, accompanied by critical analysis and assessment to enable an enhanced understanding of the subject area.

Directed independent study and research

Secondary/Supplementary: Case studies Problem-solving exercises Report writing Plymouth Intranet/internet

resources Plymouth student portal CC Intranet/internet

resources

Tests Examinations Essays Individual and group



An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills









and competencies.Cognitive and Intellectual Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass The application of subject knowledge and


Recognise and be able to comment on the moral and ethical issues associated with in horticulture

Understand and be able to apply professional codes of conduct.

Using published research and/or reports be able to analyse, synthesis and summarise the information in order to develop a critical grounding.

Analyse, synthesis, summarise and evaluate information.

Demonstrate understanding of subject-specific theories, paradigms, concepts and principles, as well as some understanding of more specialist areas.



Secondary/Supplementary: Class and seminar


1,2,31,2,4,5



/tests Coursework/


Assessed presentations


An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills









and competencies.Key Transferable Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass relate investigations to prior work and

reference it appropriate; recognise when information is incomplete.

develop the skills necessary for self-managed and lifelong learning

Communicate effectively to audiences in written, graphical and verbal forms.

Listen attentively and respond to others. define a suitable and effective sampling

procedure. Process and interpret data effectively. Contribute effectively to teamwork Hand computer-based information using

appropriate techniques and software.






1,2,31,2,4,5


types Examination


Group presentations CORR2024CORR2025CORR2026CORR2027CORR2030CORR2031

An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Employment Related Skills:By the end of this level of this programme the

Primary:Group work awareness and

1,2,3 1,2,4,5 •Employment related skills are assessed by:

CORR2024CORR2025









students will be able to demonstrate for:A threshold pass identify and work towards targets for personal,



Demonstrate interpersonal and team work skills

organise a team effectively and contribute effectively to team work through the identification of individual and collective goals

recognise and respect the views of others and evaluate the performance as an individual and team member

practicePractical sessionsReflection sessions

Secondary/Supplementary:Employer and placement manager feedback

Consultancy reports and or exhibitionsPortfolio of EvidenceReflective LogVarious normally presentations and seminar debates CORR2026


An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Practical Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass Plan conduct and present an independent

investigation with some reliance on guidance. Use appropriate laboratory and field equipment

Primary: Projects Designated tasksLectures, tutorials and seminars Secondary/Supplementary


range of appropriate communication techniques










competently and safely Interpret practical results in a logical manner. Present research findings effectively and

appropriately In a number of formats

1,2,3 1,2,4,5

An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.


Level: Six.For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmark(s) Agriculture,







Knowledge / Understanding:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass Demonstrated a well-grounded understanding

of the social, economic, legal, scientific and technological principles of horticultural enterprises.

Demonstrate an understanding of the scientific principles of horticulture.

Justify, apply and evaluate a range of methods for problem evaluation and amelioration.

Communicate effectively on a wide range of horticultural issues and review their performance critically.

Develop an understanding of issues of sustainability and environmental impact.

The location of resources, the management, exploitation and the utilisation of resources within an ethical framework.


Integrate into practice the principle developments of theory, experiment, investigation and fieldwork.

Develop an understanding of information and data, and their setting within a theoretical framework, accompanied by critical analysis and


tutorials Directed independent study

and research

Secondary/Supplementary: Case studies Problem-solving exercises Report writing UPC Intranet/internet

resources PU student portal CC Intranet/internet

resources

1,2,3,4 1,2,3,4,5,6,7 Key knowledge and understanding is assessed via a combination of; Tests Examinations Essays Individual and group











assessment to enable an enhanced understanding of the subject area.

Understand methods of acquiring, interpreting and analysing biological information with a critical understanding of the appropriate contexts for their use through the study of texts, original papers, reports, and data sets.

An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Cognitive and Intellectual Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass The application of subject knowledge and


Recognise and understand the need for ethical standards and professional codes of conduct.

Using published research and/or reports be able to analyse, synthesis and summarise the information in order to develop a critical grounding.

Design and experiment, investigations, survey or other means to test an hypothesis or proposition.



Secondary/Supplementary:Class and seminar interactions and feedback

1,2,3,4 1,2,3,4,5,6,7



/tests Coursework/


Assessed presentations










An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Key Transferable Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass Demonstrate a highly developed ability for

critical appraisal of academic literature and other sources of information

Show a well-developed ability to integrate lines of evidence from a wide range of sources to formulate and test hypotheses.

Manage a responsible, adaptable and flexible approach to study and work

Contribute constructively to group discussions. Communicate effectively and engagingly to a

variety of audiences in written, graphical and verbal forms.

Choose appropriate techniques to process data and interpret them effectively.

Solve challenging numerical problems using appropriate techniques.

Define a suitable and efficient sampling procedure.






1,2,3,4 1,2,3,4,5,6,7


types Examination


Group presentations










An ability to self-appraise and reflect on learning

An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.

Employment Related Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass: identify and work towards targets for personal,



Demonstrate interpersonal and team work skills

organise a team effectively and contribute effectively to team work through the identification of individual and collective goals

recognise and respect the views of others and

Primary:Group work awareness and practicePractical sessionsReflection sessions

Secondary/Supplementary:Employer and placement manager feedback 1,2,3,4 1,2,3,4,5,6,7

Employment related skills are assessed by: Consultancy reports and or exhibitionsPortfolio of EvidenceReflective LogVarious normally presentations and seminar debates










reflect on performance as an individual and team member

An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.Practical Skills:By the end of this level of this programme the students will be able to demonstrate for:A threshold pass Use appropriate laboratory and field equipment

highly competently and safely. Suggest plan, conduct and present an

independent investigation with limited reliance on guidance.

Select, justify and apply a range of appropriate methods to solve challenging problems.

Present research findings perceptively and effectively in a number of format.

Primary: Projects Designated tasks Lectures, tutorials and

seminars Secondary/Supplementary:

.1,2,3,4

1,2,3,4,5,6,7


range of appropriate communication techniques CORR309

CORR310CORR311CORR314CORR315

An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

Level: 4,5,6

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Work PlacementStudents undertake a period of employment within the work place

Placements are sourced either by the College or directly by the student after agreement with an appropriate assigned member of staff. The students will approximately undertake 80 hours of placement ~ 2 weeks at L4 and another 80 hours at L55

2 3 and 7 Portfolio of EvidenceReflective Log

Garden and Landscape Design I: Foundation – Space, Place & User (CORR163)Design Communications: tools and Techniques (CORR164)Plant Production and Propagation (CORR2026)

Network seminarsAt various points in the programme representatives from industry are invited in to receive appropriate discussion and presentation from students

Industry representatives are invited in as and when appropriate

3 2 and 4 Various normally presentations and seminar debates

The Contemporary Horticultural Environment (COR301)Sustainable Horticultural Enterprises (CORR311)Plant Ecology (CORR2027)Personal and Employability Skills Development CORC1013

ConsultancyAt appropriate occasion students will undertake either real or simulated consultancy projects for

Souring of consultancy opportunities

3 4 and 7 Consultancy reports and or exhibitions

Plant Conservation and Collections (CORR303)Professional Landscape and Garden Design (CORR315)

5 i.e. where, how, when32 | P a g e


Level: 4,5,6

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

appropriate groups Sustainable Horticultural Enterprises (CORR311)

An exposition to explain this map:


Appendix – Definitive Module Records

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework)

100% P1 (Practical)

% or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS: Develop conceptual and practical skills in personal development planning for study at degree

level and readiness for employability. Equip learners with baseline personal resources for study and employment such as integrity,

personal responsibility, reliability and self-motivation. Develop learners’ skills in team working, decision-making, problem solving and

communication. Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks

and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.

2. Demonstrate understanding of concepts relating to personal, employability skills and work related skills.

3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED TERM/SEMESTER: All Year


CHANGE:

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017 – 2018 NATIONAL COST CENTRE: 135MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site LeadersSUMMARY of MODULE CONTENT

Personal Development Planning - Personal audit, professional development, career management skills.

Intra and Interpersonal Skills - Influencing, negotiating, conflict resolution, risk taking, problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

Successful Communication - Interview skills, CVs and letters of application, self-presentation, presentation of information.

Understanding the Business Context - Organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

Project Management - Project planning, monitoring, evaluation, reporting.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Seminar 12Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision 8As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study 160Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1Written EssayReport

50%50%

Total = 100%Updated by:Brender Willmott

Date:26/08/16

Approved by:HE Operations

Date:26/08/16

Recommended Texts and Sources:Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan.Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht:


Springer.Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.Journal: Carer Development International



MODULE CODE: CORR158 MODULE TITLE: Introduction to Botany

CREDITS: 20 FHEQ Level: 4 JACS CODE: C200

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR:This module investigates the regulation of the growth and development of plants. The regulation of growth and development by both internal and external environmental factors is discussed. The different mechanisms by which signalling factors are recognised and signals are transduced are contrasted and compared. Physiological adaptations of plants to different environments are investigated.


E1 (Examination) 30% C1 (Coursework)

70% P1 (Practical)

%



%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy College – Eden Project


MODULE AIMS:The module enables students to develop a holistic view and understanding of plant physiology; which integrates and explores the physics that underpins many physiological processes with the control of growth and development regulated by plant hormones. The module aims to cultivate an understanding of the environmental impacts on plant physiology and compares and contrasts physiological adaptations with acclimation responses.


1. Compare and contrast adaptive and acclimation responses2. Critically evaluate the roles of individual hormones in key physiological and developmental

processes.3. Collect, analyse and interpret experimental data.4. Interpret and critique published physiological data.5. Discuss the interplay between genetic and hormonal control of plant development.

DATE OF APPROVAL: 01 April 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/05/15 TERM/SEMESTER: All Year

Additional notes (for office use only):37 | P a g e


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017- 2018 NATIONAL COST CENTRE: 110

MODULE LEADER: Mr Rupert Bannister OTHER MODULE STAFF: Melanie Webb (Technician)

SUMMARY of MODULE CONTENTPlant water relations are investigated at the cellular level from the regulation of solute potential and ion movement as related to the Nernst equation. The regulation of transpiration and the regulation of whole plant water relations are then evaluated. The control and regulation of stomatal movement is studied in detail and water stress acclimation and adaptive responses are discussed. The translocation of solutes around the plant is discussed. Regulatory factors including light and plant hormones controlling plant physiology are compared and contrasted. The roles of each in developmental processes including germination, shoot development and flowering are assessed. Circadian rhythms and the genetic control of development are introduced.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 15 Introducing the main concepts of the module

Practical Classes and Workshops 20 Experimental investigation of key physiological and developmental processes

Seminar 15Student led discussion sessions on specified topics and presentation and analysis of published data introducing students to research based learning

Guided Independent study 150 Critical interpretation of published physiological research


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Written exam

E1Exam 100%

Total = 100%

Covering the main concepts of the module. ALO 1-5.

T_%

Total = 100%

Coursework

C1Assignment

100%Total =

100%

Lab report. ALO 2,3 and 4.

Practical P_ %Total =


100%

Updated by:Rupert Bannister

Date:26/06/17

Approved by:Dr James Wagstaffe

Date:26/06/17

Recommended Texts and Sources:Evert, R.F. & Eichhorn, S.E., 2013. Raven biology of plants. 8th ed. New York: W.H. FreemanGriffiths, A.J.F., Wessler, S.R., Carroll, S.B. & Doebley, J., 2012. Introduction to genetic analysis. 10th ed. Basingstoke: W.H. Freeman.Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V. & Jackson, R.B., 2011. Campbell biology. 9th ed. London: Pearson.Sadava, D., Hillis, D.M., Heller, H.C. & Berenbaum, M.R., 2014. Life: the science of biology. 10th ed. Sunderland: Sinauer.Tymoczko, J.L., Berg, J.M. & Stryer, L., 2012. Biochemistry: a short course. 2nd ed. New York: W.H. Freeman.



MODULE CODE: CORR159 MODULE TITLE: Plant Use in the Landscape


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module investigates the wide ranging use of plants in horticulture and the landscape from food production to ornamentals and introduces concepts of general planning skills.



70% P1 (Practical)




%

T1 (Test) 30%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy College - Eden Project


MODULE AIMS:This module aims to give students the ability to draw accurate scale plans for planting schemes; analyse a garden or landscape, selecting suitable plants for a specific site. Students will also develop the ability to identify routine management procedures for a planting scheme in a variety of horticultural situations ranging from commercial production to ornamental landscaping.


1. Identify specific plants and indicate how they are used/can be used in horticulture and design.

2. Demonstrate knowledge of the suitability of individual plants for given horticultural practices.

3. Draw an accurate scale plan of a planting scheme and provide an accompanying management scheme.

4. Critically assess existing planting schemes for a given situation.5. Plan an appropriate planting scheme for a given horticultural situation.




SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110

MODULE LEADER: Matt James OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTThis module covers how different plants are used throughout horticulture, from selection, planting and management of field crops, market gardens, fruit gardens, ornamental gardens etc. Students will investigate and learn to identify a range of different plants suitable for different horticultural practices, how to produce a planting plan, a maintenance scheme and scale drawings.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Information

Lecture 35 Introducing the main concepts and themes of the module

Practical Classes and Workshops 15Structured analysis of existing planting schemes and student led discussions and planting scheme planning sessions

Guided Independent study 150


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Written exam

E%

Total = 100%

T1In Class Test - covering ALO1, 2 & 4.

100%Total =

100%

Coursework C1Industry Report - to cover ALO2, 4 and 5.

100%Total =

100%

Practical P%

Total = 100%

Updated by:Matt James

Date:26/08/16


Date:26/08/16

Recommended Texts and Sources:Hawthorne, L., 2009. Gardening with shape, line and texture: a plant design sourcebook. London: Timber PressLancaster, R., 2010. Perfect plant, perfect place. London: Dorling Kindersley.


Loom, A., Maughan, S. & Page, M., eds., 2011. What plant when. London: Dorling KindersleyOgden, S. & Ogden, L., 2008. Plant-driven design: creating gardens that honor plants, place, and spirit. London: Timber Press.Wilson, A., 2011. Contemporary colour in the garden: top designers, inspiring ideas, new combinations. London: Timber Press.

WebsitesAssociation of Professional Landscapers www.landscaper.org.ukBritish Association of Landscape Industries www.bali.co.ukLandscape Institute www.landscapeinstitute.orgRoyal Horticultural Society www.rhs.org.ukSociety of Garden Designers www.sgd.org.ukThinking Gardens www.thinkinggardens.co.uk



MODULE CODE: CORR160 MODULE TITLE: Soil Science and Plant Nutrition

CREDITS: 20 FHEQ Level: 4 JACS CODE: F770


SHORT MODULE DESCRIPTOR: (max 425 characters)This module focuses on the structure and chemistry of soil, its role as a rooting medium and the importance of soils for mineral nutrition in plant growth.



70% P1 (Practical)




%

T1 (Test) %



MODULE AIMS:The aim of this module is to investigate the nature of soils and explore how soils affect plant growth and nutrition. The role of soil substitutes in the horticultural industry is introduced. Soil profiles and formation is explored and the physiological effects of growing/soil environments on plants are investigated with particular reference to water and nutrient availability and stress.


1. Identify and critically assess different soil types and discuss their properties2. Describe and contrast a range of experimental protocols used in soil analysis.3. Identify plant mineral deficiency symptoms and recommend remedial action.4. Collate, analyse and interpret primary data.5. Evaluate different soil profiles and critically assess the use of the soil for different

horticultural practices.





MODULE LEADER: Dr Mark Nason OTHER MODULE STAFF: Melanie Webb (Technician)

SUMMARY of MODULE CONTENTThis module covers soil chemistry including clay structure, cation exchange capacity soil pH and soil water relations (pF). The effect of these properties on plant growth is explored in relation to soil structure and mineral availability. Soil formation is investigated and the different methods of soil classification assessed. The effects of mineral deficiencies, toxicities and plant symbiotic interactions are investigated.


Lecture 20 Introducing the main concepts and themes of the module.

Practical Classes and Workshops 25

Investigating physical and chemical properties of different soils and the effects of nutrient deficiency on plant growth and student led discussions and group analysis of primary experimental data (published) relating to soil science

Seminar 5 Invited speakers providing industry focussed insights into soil fertility and soil alternatives



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Written exam

E1Formal examination to cover ALO1, 2, 3, 4 & 5.

100%Total = 100%

T %Total = 100%

CourseworkC1

C2

Lab report to cover ALO2, 3 & 4.Soil Report - to cover ALO1, 4 and 5.

60%

40%Total = 100%

Practical P %Total = 100%

Updated by:Dr Mark Nason

Date:26/06/17


Date:26/06/17


Recommended Texts and Sources:Benton Jones, J., 2012. Plant nutrition and soil fertility manual. 2nd ed. London: Taylor & Francis.Evert, R.F. & Eichhorn, S.E., 2013. Raven biology of plants. 8th ed. New York: W.H. Freeman.Rowell, D.L., 1994. Soil science: methods and applications. Harlow: Longman.Taiz, L. & Zeiger, E., 2010. Plant physiology. 5th ed. Sunderland: Sinauer.White, R.E., 2006. Principles and practice of soil science: the soil as a natural resource. 4th ed. Oxford: Blackwell.

Journals:Soil Science, European Journal of Soil Science, Journal of Plant Nutrition and Soil Science, Journal of Soil Science and Environmental Management



MODULE CODE: CORR163 MODULE TITLE: Garden & Landscape Design 1 Foundations - Space, Place & User

CREDITS: 20 FHEQ Level: 4 JACS CODE: K300


SHORT MODULE DESCRIPTOR: (max 425 characters)This module runs in parallel to Design Communication: Tools and Techniques and introduces students to the critical and theoretical processes and visual language of garden & landscape design as a holistic process, encouraging the development and application of parallel critique, conceptual and creative skills. Particular emphasis is placed upon the language and principles of working with space in various locations through exploratory design projects. These encourage the formation of considered judgements about the spatial, aesthetic, technical and social qualities of a design proposal within the scope and scale of a wider environment.



100% P1 (Practical)

% or Pass/Fail



%

T1 (Test) %



MODULE AIMS:To introduce students to the core values of garden and landscape design; its language design process(es) , skills and contexts.


1. Engage with the language and methodology of the design process and understand its importance, creating a body of work which demonstrates creative responses.

2. Make considered judgements about the spatial, aesthetic, technical and social qualities of design proposals within the scope and scale of a wider environment.

3. Outline some key movements, theories and concepts in culture and garden/landscape design history and begin to understand the contexts in which Garden & Landscape Design occurs.

4. Describe and experience different ways of working collaboratively and working under their own initiative

DATE OF APPROVAL: 01 June 2012 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2012 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 09/05/15 TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENTThis module will cover: the design process, the design brief, an introduction to understanding use and users (their wants, needs, and aspirations), spatial design and spatial planning (incl. patterns of use, hierarchy of space and movement & circulation). The latter half of the module allows the students to develop an understanding of site-specific skills and further defines the separate design, skill based and intellectual processes relevant to the specialisms of garden and landscape design. Site analysis and interpretation, creating atmosphere and enhancing/appreciating a sense of place (genius loci), evaluating levels of intervention, and specific skills in surveying and the recording of exterior space will be introduced.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Introducing the main concepts of the modulePractical Classes and Workshops 25 Development of skills by practical applicationSeminar 5 Student led exploration of specific key conceptsGuided Independent study 150


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Written exam

E Total = 100%T Total = 100%

CourseworkC1

C2

Essay covering LO2 and LO3.Portfolio of work to cover LO1,2,3 and 4.

40%

60%Total = 100%

Practical P Total = 100%


Date:26/06/17


Date:26/07/17

Recommended Texts and Sources:Bertauski, T., 2005. Designing the landscape: an introductory guide for the landscape designer. 2nd ed. London: Prentice Hall.Booth, N.K, 2012. Foundations of landscape architecture: integrating form and space using


the language of site design. Hoboken: John Wiley.Kingsbury, N., 2011. Garden designers at home: the private spaces of the world's leading designers. London: Pavilion.Reid, G. W., 2007. From concept to form in landscape design. 2nd ed. Hoboken:John Wiley.RHS, 2009. Encyclopaedia of garden design. London: Dorling Kindersley.Sneesby, R. & Alexander, R., 2005. The garden maker’s manual. London: Conran Octopus.

WebsitesAssociation of Professional Landscapers www.landscaper.org.ukBritish Association of Landscape Industries www.bali.co.ukLandscape Institute www.landscapeinstitute.orgSociety of Garden Designers www.sgd.org.uk,Thinking Gardens www.thinkinggardens.co.uk



MODULE CODE: CORR164 MODULE TITLE: Design Communication Tools and Techniques



SHORT MODULE DESCRIPTOR: (max 425 characters)A skills based unit which gives students a through grounding in the language of communicating space in 2D, 3D and oral forms using both traditional and digital media. This module will provide technical delivery and assessment of skills in parallel to Garden & Landscape Design 1: Space, Place & User.



100% P1 (Practical)




%

T1 (Test) %



MODULE AIMS:To introduce students to and encourage them to experiment with the oral and visual communication techniques used in current garden and landscape design practice.


1. Demonstrate an understanding and awareness of the principles and concepts involved in communicating design.

2. Collect appropriate information to inform, suggest and reflect on solutions to common design issues.

3. Undertake and report practical procedures coherently in 2D e.g. sketchbooks, plans, and 3D e.g. orthographic projections, models, as well as, and in conjunction with oral forms.

4. Create a body of work which demonstrates the application and testing of 2D, 3D and IT skills in the creation and presentation of design proposals.

DATE OF APPROVAL: 01 June 2012 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2012 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 09/05/15 TERM/SEMESTER: All Year


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT49 | P a g e


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110


SUMMARY of MODULE CONTENTTechnical drawing conventions and techniques. Contemporary 3D visualisation techniques. Model making techniques – concept, sketch, detail and final presentation models. An introduction to relevant garden and landscape design software including Photoshop, InDesign (or Illustrator), SketchUp, and AutoCAD (or VectorWorks) (incl. evaluation of appropriateness and possibilities in communicating design outcomes). Technical workshops and studio sessions in effective oral communication skills.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Delivering main concepts of the module

Practical Classes and Workshops 20Practical to allow students to develop and apply design skills that complement and underpin the theory.

Seminar 10 Student led discussions on specific design topics.Guided Independent study 150


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E%

Total = 100%

T %Total = 100%

Coursework

C1

C2

Presentation assignment - to cover LO1 and LO2.Portfolio of work to cover LO3 and LO4.

40%

60%Total = 100%



Date:26/06/17


Date:26/07/17

Recommended Texts and Sources:Allen, F., 2011. Your Sketchbook Your Self. London: Tate PublishingByrnes, D., 2011. AutoCAD 2012 for dummies. Hoboken: John Wiley.Cantrell, B. & Michaels, W., 2014. Digital drawing for landscape for landscape architecture:


contemporary techniques and tools for digital representation in site design. 2nd ed. New York: John Wiley.Chopra, A., 2014. Sketchup 2014 for dummies. Hoboken: John Wiley.Hutchison, E., 2011. Drawing for landscape architecture: sketch to screen to site. London: Thames & Hudson.Mills, C.B., 2011. Designing with models: a studio guide to architectural process models. 3rd ed. Chichester: John Wiley.



MODULE CODE: CORR2024 MODULE TITLE: Research Methods

CREDITS: 20 FHEQ Level: 5 JACS CODE: X210


SHORT MODULE DESCRIPTOR: (max 425 characters)The module will develop the student’s research ability. Knowledge and understanding related to; the research process, formulation of research questions, developing a research proposal, experimental design, appropriate and correct statistical analysis, presentation of data and results, constructing effective discussions and conclusions.



60% P1 (Practical)




%

T1 (Test) 40%



MODULE AIMS:This module is also designed to develop the knowledge, understanding, skills and thought processes necessary for effective original academic and/or work-focused research. The detailed techniques and approaches used will reflect agricultural and food science disciplines and will provide a basis for progression on to the Level 6 Honours Project


1. Identify the context of research within their selected discipline.2. Demonstrate the skills appropriate for data collection, analysis and evaluation for both

quantitative and qualitative3. Examine a specific area/site/line of enquiry and identify the current state of knowledge and

establish future information.

DATE OF APPROVAL: 01 April 2013 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2013 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Dr Jurie Intachat OTHER MODULE STAFF: Dr Rachel Kaleta

SUMMARY of MODULE CONTENTThe nature and context of research is introduced. Research methods, experimental design and planning research is discussed in a theoretical context and with reference to published data. The presentation of data and the use of statistics in analysis is investigated. The use of Chi square, t-tests and analysis of variance is explored in detail. Issues with sampling, missing data points and the difference of qualitative and quantitative data analysis are outlined. The use of computer based software for analysis is introduced through workshop sessions.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Classroom delivery of main concepts

Practical Classes and Workshops 25 In class workshops on data analysis using different statistical analysis techniques and programmes

Seminar 5 discussion and critique of published researchGuided Independent study 150


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Written exam

E Total = 100%

T In class test 100%Total = 100%

Coursework C1 Research Proposal 100%Total = 100%


Updated by:Dr Rachel Kaleta

Date:26/06/17


Date:26/06/17

Recommended Texts and Sources:Berg, B.L., 2008. Qualitative research methods for the social sciences. 7th ed. London: Pearson International EditionBremer, M. &Doerge, R.W., 2010. Statistics at the bench: a step by step guide for biologists. New York Cold Spring Harbor Laboratory PressDytham, C., 2011. Choosing and using statistics: a biologist’s guide. 3rd ed. Chichester: Wiley-Blackwell.Gilham, B., 2008 Developing a questionnaire. 2nd ed. London: ContinuumKirkup, L., 2012. Data analysis for physical scientists: featuring Excel. 2nd ed. Cambridge: Cambridge University Press.Ryan, B., Joiner, B. & Cryer, J., 2013. Minitab handbook: update for release 16. Boston: Brooks/Cole.



MODULE CODE: CORR2025 MODULE TITLE: Plant Growth and Development



SHORT MODULE DESCRIPTOR: (max 425 characters)This module investigates the regulation of the growth and development of plants. The regulation of growth and development by both internal and external environmental factors is discussed. The different mechanisms by which signalling factors are recognised and signals are transduced are contrasted and compared. Physiological adaptations of plants to different environments are investigated.



60% P1 (Practical)




%

T1 (Test) %



MODULE AIMS:The module enables students to develop a holistic view and understanding of plant physiology; which integrates and explores the physics that underpins many physiological processes with the control of growth and development regulated by plant hormones. The module aims to cultivate an understanding of the environmental impacts on plant physiology and compares and contrasts physiological adaptations with acclimation responses.


1. Compare and contrast adaptive and acclimation responses.2. Critically evaluate the roles of individual hormones in key physiological and developmental processes.3. Collect, analyse and interpret experimental data.4. Interpret and critique published physiological data.5. Discuss the interplay between genetic and hormonal control of plant development.


Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110

MODULE LEADER: Dr James Wagstaffe OTHER MODULE STAFF: Melanie Webb (Technician)

SUMMARY of MODULE CONTENTRegulatory factors including light and plant hormones controlling plant physiology are compared and contrasted. The roles of each in developmental processes including germination, shoot development and flowering are assessed. Circadian rhythms and the genetic control of development are introduced.


Practical Classes and Workshops 25Experimental investigation of key physiological and developmental processes and critical interpretation of published physiological research



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Written exam

E1Formal examination - to cover all ALOs

100%Total = 100%

T Total = 100%

CourseworkC1 Experimental report -

to cover LO2, 3 & 4.100%

Total = 100%Practical P Total = 100%

Updated by:Dr James Wagstaffe

Date:26/06/17


Date:26/07/17

Recommended Texts and Sources:Evert, R.F. & Eichhorn, S.E., 2013. Raven biology of plants. 8th ed. New York: W.H. Freeman.Hodson, M.J. & Bryant, J.A., 2012. Functional biology of plants. Chichester: Wiley.Jones, R., Ougham, H., Thomas, H. & Waaland, S., 2013. The molecular life of plants. Oxford: Wiley.Smith, A.M., Coupland, G., Dolan, L., Harberd, N., Jones, J., Martin, C., Sablowski, R. & Amey, A., 2010. Plant biology. Abingdon: Garland.Taiz, L. & Zeiger, E., 2010. Plant physiology. 5th ed. Sunderland: SinauerJournalsPlant Physiology, Planta, Physiologia Plantarum, Plant Cell and Environment



MODULE CODE: CORR2026 MODULE TITLE: Plant Production and Propagation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module investigates a range of appropriate methods of plant propagation. Aspects of the genetics of plant improvement and seed production are discussed. The module contains a work placement during which propagation and production techniques are developed and assessed.



100% P1 (Practical)




%

T1 (Test) %



MODULE AIMS:The module aims to equip the student with practical propagation and production skills coupled with a theoretical knowledge that underpins these horticultural practices. Students gain practical experience of propagation and production both in college facilities and during a work placement. Sexual plant propagation is explored with reference to plant breeding, genetic modification and seed production. Students develop critical analysis of the suitability of different production techniques.


1. Evaluate the suitability of vegetative propagation techniques for a range of plant species.2. Critically assess plant breeding techniques and evaluate their impact on modern varieties

and production systems.3. Compare and contrast protected with open ground production systems and container with

field grown production systems.4. Discuss the implications of commercial practice on methods of plant production.5. Reflect on personal practice and competencies and identify missing skills and knowledge.





MODULE LEADER: Dr James Wagstaffe OTHER MODULE STAFF: Eden Project team

SUMMARY of MODULE CONTENTPropagation techniques (including hard and softwood cuttings and micro propagation) for a range of plants are explored and put into practice. Large scale production techniques for a range of horticultural crops (including fruit, field vegetables, cut flowers, and ornamental nursery stock and glasshouse crops) are then examined and discussed with practical student led project application involving growing crops in an NFT glasshouse situation and in the field. A work placement allows these skills to be developed further. Techniques used in plant breeding and plant improvement are investigated and their application in seed production and the production of new varieties is discussed.


Lecture 30 Covering main concepts of the module with a focus on plant breeding and seed production

Practical Classes and Workshops 20

Development of practical competencies in propagation and production including micro propagation, NFT glasshouse growing, field growing of vegetables and nursery stock propagation and production.

Work based learning 80

Students undertake a work placement in a horticultural enterprise that specialises in propagation and/or production. During the placement students are expected to undertake a range of appropriate activities enabling them to develop skills and competencies building on theoretical knowledge.



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Coursework

C1

C2

Portfolio of work-based evidence - to cover ALO3, 4 & 5Essay - to cover ALO2

60%

40%Total = 100%



Date:26/06/17

Approved by:Dr Rachel Kaleta

Date:26/06/17


Recommended Texts and Sources:Acquaah, G., 2012. Principles of genetics and plant breeding. 2nd ed. Chichester: Wiley-Blackwell.Agarwal, V., 2012. Plant production techniques. New Delhi: Oxford Book Company.George, R.A.T., 2009. Vegetable seed production. 3rd ed. Wallingford: CABI Publishing.Hartmann, H.T., Kester, D.E., Davies, F.T. & Geneve, R.L., 2011. Hartmann and Kester’s plant propagation: principles and practices. 8th ed. Upper Saddle River: Prentice HallHodge, G. & Ward, R., 2013. RHS propagation techniques. London: Mitchell Beazley.Resh, H.M., 2013. Hydroponic food production: a definitive guidebook for the advanced home gardener and the commercial hydroponic grower. 7th ed. Abingdon: CRC Press.

JournalsPlant Breeding, Annals of Botany, Vegetable Crops Research Bulletin



MODULE CODE: CORR2027 MODULE TITLE: Plant Ecology

CREDITS: 20 FHEQ Level: 5 JACS CODE: D400


SHORT MODULE DESCRIPTOR:Plants play a key ecological role and form the primary producers of many ecosystems. Plant adaptations, distribution and responses to environmental stresses are investigated. Also considered are the interactions of plants with other organisms with emphasis on interactions with potential pathogens, pests and symbionts. The ecological impact of climate change on plants and their interactions with other organisms is discussed.



60% P1 (Practical)




%

T1 (Test) %



MODULE AIMS:This module aims to provide students with the opportunity to study the integration of plants within different environments and investigate how climate affects distribution. The effects of plants and their interactions with other organisms are assessed in an ecological context. The biochemical basis for these interactions is discussed.


1. Investigate and evaluate the factors that affect the distribution and diversity of plant life2. Articulate how plants have adapted to the changing global environment.3. Discuss how plant chemistry affects plant interactions with other organisms.4. Analyse the role that interactions with other organisms have on ecological systems and their

potential to cause pest and disease problems in horticulture.5. Critically evaluate the role of diversity and stability on ecosystems





MODULE LEADER: Dr Rachel Kaleta OTHER MODULE STAFF: Melanie Webb (Technician)

SUMMARY of MODULE CONTENTKey environmental factors that affect plant growth are discussed and the implication of climate change and climate on plant distribution is assessed. The evolutionary adaptation of plants to different biomes is investigated and related to plant distribution. The interactions of plants with other organisms are discussed with particular attention to association significant to horticulture. The role of plants and their interactions with organisms and the environment as the basis of eco systems is outlined and critically assessed.


Practical Classes and Workshops 25 Lab based analysis and field based assessment of different ecosystems

Seminar 5 Student led discussions on specific topics.Guided Independent study 150


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Written exam

E1Formal examination - to cover ALO2, 3 & 4. 100%

Total = 100%

T Total = 100%

Coursework C1Fieldwork Report - to cover ALO1 & 5.

100%Total =

100%


Updated by:Dr Rachel Kaleta

Date:26/06/17


Date:26/06/17

Recommended Texts and Sources:Grime, J.P., Hodgson, J.G. & Hunt, R., 2007. Comparative plant ecology: a functional approach to common British species. 2nd ed. Dalbettie: Castlepoint.


Gurevitch, J., Scheiner, S.M. & Fox, G.A., 2006. The ecology of plants. 2nd ed. Sunderland: Sinauer.Iason, G.R., Dicke, M. & Hartley, S.E., eds., 2012. The ecology of plant secondary metabolites: from genes to global processes. Cambridge: Cambridge University Press.Stace, C., 2010. New flora of the British Isles. 3rd ed. Cambridge: Cambridge University Press.Taiz, L. & Zeiger, E., 2010. Plant physiology. 5th ed. Sunderland: Sinauer.

JournalsTrends in Ecology and Evolution, Journal of Plant Ecology, Global Ecology and Biogeography, Journal of Applied Ecology.



MODULE CODE: CORR2030 MODULE TITLE: Garden & Landscape Design 2 Planning & People



SHORT MODULE DESCRIPTOR: (max 425 characters)This module draws on core themes raised in Garden & Landscape Design 1: Space, Place & User and both allows students to explore these in more detail and further develop their emerging design philosophy. Particular emphasis is placed upon the role and innovative meaningful design solutions for the final user or user group(s) through exploratory design projects. In addition the vocabulary for describing, analysing and designing gardens will be developed along with the use of applied hard and soft landscaping techniques.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical)

% or Pass/Fail

E2 (Clinical Examination) % A1 (Generic Assessment) %T1 (Test) %



MODULE AIMS:This module aims to develop confidence in the subject through user focussed design briefs and to develop an understanding and appropriate research methodology of/for different users and user groups. How to progress design ideas and those issues related to the identified user group themes are considered. The learner develops professional visual and oral presentation skills suitable for real life contexts.


1. Demonstrate an emerging confidence in the use of language and methodology/ies of the design process across a range of used focussed design issues.

2. Create a body of work which demonstrates effective creative responses to the design problems identified.

3. Articulate a clear rationale for ideas and communicate them appropriately - showing consideration for the needs and aspirations of different audiences and contexts.

4. Demonstrate enhancement skills across a range of tools and techniques necessary for the presentation of their design outcomes to an emerging professional standard.

DATE OF APPROVAL: 01 June 2012 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2012 SCHOOL/PARTNER: Cornwall College


DATE(S) OF APPROVED CHANGE: 09/05/15 TERM/SEMESTER: All Year

Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110

MODULE LEADER: Matt James OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTUnderstanding external clients (wants, needs, aspirations) the roles/functions of gardens and landscapes for a range of different and diverse users, challenging perceptions and preconceptions. The latter half of the module will cover collaborative design in more detail, particularly the design of larger private spaces or public landscape space again with a user focus. Project sites will be considered for both their unique phenomena and the opportunities to address issues of both private and public need.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 15 Delivery of main module concepts

Seminar 10 Discussion of design briefs and End user presentations

Practical Classes and Workshops 25 Design workshops and design skills developmentGuided Independent study 150


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Written exam

E%

Total = 100%

T %Total = 100%

CourseworkC1

C2

Design Project 1 - to cover LO1, 2, 3 and 4.Design Portfolio - to cover ALO1, 2, 3 and 4

30%

70%Total = 100%



Date:26/06/17


Date:26/07/17

Recommended Texts and Sources:


Cumberlidge, C. & Musgrave, L., 2007. Design and landscape for people: new approaches to renewal. London: Thames & Hudson.Dee, C., 2012. To design landscape: art, nature and utility. Abingdon: Routledge.Dudek, M., 2008. Schools and kindergartens: a design manual. Berlin: BirkhauserFeddersen, E. & Lüdtke, I., 2009. Living for the elderly: a design manual. Berlin: Birkhauser.Francis, M., 2003. Urban open space: designing for user needs. Washington: Island.Richardson, T., 2011. Futurescapes: designers for tomorrow's outdoor spaces. London:Thames & Hudson.

WebsitesAssociation of Professional Landscapers www.landscaper.org.ukBritish Association of Landscape Industries www.bali.co.ukLandscape Institute www.landscapeinstitute.orgSociety of Garden Designers www.sgd.org.ukThinking Gardens www.thinkinggardens.co.uk


http://www.thinkinggardens.co.uk/

http://www.sgd.org.uk/

http://www.landscapeinstitute.org/

http://www.bali.co.uk/

http://www.landscaper.org.uk/


MODULE CODE: CORR2031 MODULE TITLE: Garden and Landscape Histories Theories and

Contexts



SHORT MODULE DESCRIPTOR: (max 425 characters)This module examines historical concepts relating to the development and design of gardens and landscapes, and relates these to modern design concepts and theories. The module considers conservation and restoration of gardens and landscapes with the context of personal and regional (local and international) sites of importance.



100% P1 (Practical)




%

T1 (Test) %



MODULE AIMS:To provide an understanding of the historical figures and influences that have led to the modern concept of garden design. Furthermore students will gain an understanding of the broad principles of design concepts and theories that underpin modern approaches to design in horticulture.


1. Critically review the development of gardens and landscapes through history2. Compare and contrast different gardens to demonstrate an understanding of excellence in

design3. Demonstrate a detailed understanding of the broad principles of design concepts and

theories that underpin modern approaches to design in horticulture4. Evaluate and appraise the need for conservation in restoration of historic landscapes






SUMMARY of MODULE CONTENTThe effect of gardening and plant growing on the landscape is discussed. Artistic and other cultural influences on garden development and design are investigated from key historical periods: Roman, Medieval, Tudor, Renaissance, Stuart, Georgian, Victorian and Modern. The role of plant hunters, science, introduction of new species on garden design is investigated. Foreign influences on garden design and development is discussed.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 25 Delivery of key module concepts

Fieldwork 25 Fieldwork at sites of importance and gardens of different periods



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E%

Total = 100%

T %Total = 100%

CourseworkC1

C2

Essay - to cover ALO1 and 4Fieldwork portfolio - to cover ALO1, 2, 3 and 4.

40%

60%Total = 100%



Date:26/06/17


Date:26/07/17

Recommended Texts and Sources:Campbell-Culver, M., 2012. The origin of plants. London: Transworld Publishing.Hobhouse, P., 2004. Plants in garden history. London: Pavilion.Jellicoe, G. & Jellicoe, S., 1995. The landscape of man: shaping the environment from prehistory to the present day. 3rd ed. London: Thames & Hudson.Mosser, M. & Teyssot, G., eds., 2000. The history of garden design: western tradition from the renaissance to the present day. London: Thames & Hudson


Quest-Ritson, C., 2004. The English garden: a social history. London: Viking.Turner,T., 2005. Garden history: philosophy and design 2000 BC – 2000AD. London: Spon.

JournalsThe Garden, Garden Design Journal, Gardens Illustrated.



MODULE CODE: CORR309 MODULE TITLE: Honours Project


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)This module allows students to explore in detail an academic subject of their choice. The module comprises a substantial piece of original work, this may comprise of a research study, which includes experimental design, the collection, analysis and interpretation of data and report writing. Alternatively the work may be a design project that meets a specific need and brief. Students will also conduct a literature review addressing wider issues and relevance to their selected research or design subject.



80% P1 (Practical)

20% or Pass/Fail



%

T1 (Test) %



MODULE AIMS:The module aims to provide the student with an opportunity to carry out self-directed study of current issues and concepts relevant to their degree programme. Students develop a systematic knowledge and understanding of the research or design process. By carrying out the project students develop competencies in the design and execution of a research study or design project and an ability to communicate their findings by means of written and oral reports


1. Clearly construct and articulate project aims, objectives and hypothesis as appropriate.2. Critically evaluating appropriate literature3. Design and execute the collection of data or planning of a design project4. Analyse, interpret and critically evaluate data or complete a design project5. Discuss their study in the context of the related appropriate literature. Communicating

findings in an appropriate manner.


Additional notes (for office use only):68 | P a g e



MODULE LEADER: James Wagstaffe OTHER MODULE STAFF: Subject Specialists

SUMMARY of MODULE CONTENTIdentification of appropriate research/design questions. Selection of an appropriate methodology/design brief. Literature research and review. Experimental/project design. Negotiation of issues access and ethics. Data collection, analysis and interpretation/completion of design project. Report writing. Presentation of findings to peers.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Core lectures – project design and developmentProject Supervision 55 Access to technical help and supervisionTutorial 35 Tutorial discussion 1:1Guided Independent study 300


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Coursework C1 Research paper or Design proposal - to cover ALO1,2,3,4 & 5.

100%

Total = 100%

Practical P1 Presentation – to cover LO4 and 5. 100%Total = 100%


Date:26/06/17

Approved by:Dr Rachel Kaleta

Date:26/06/17

Recommended Texts and Sources:Berg, B. L., 2008. Qualitative research methods for the social sciences. 7th ed. London: Pearson International EditionBremer, M. & Doerge, R.W., 2010. Statistics at the bench: a step by step guide for biologists. New York: Cold Spring Harbor Laboratory Press.Dytham, C., 2011. Choosing and using statistics: a biologist’s guide. 3rd ed. Chichester: Wiley-BlackwellGilham, B., 2008 Developing a questionnaire. 2nd ed. London: ContinuumKirkup, L., 2012. Data analysis for physical scientists: featuring Excel. 2nd ed. Cambridge: Cambridge University Press.Ryan, B., Joiner, B. & Cryer, J., 2013. Minitab handbook: update for release 16. Boston:


Brooks/Cole.



MODULE CODE: CORR310 MODULE TITLE: The Contemporary Horticultural Environment



SHORT MODULE DESCRIPTOR:To appraise important issues within the horticultural sector and to investigate how knowledge exchange is used in developing appropriate solutions. To develop an understanding for the requirement of constant change and updating of practice in keeping horticultural enterprises competitive.



30% P1 (Practical)

70% or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:This module aims to provide learners with the opportunity to critically evaluate existing knowledge on topics of horticultural significance. By assessment of methods of knowledge exchange learners develop the skills to convey the results of research and accompanying analysis. The integration of knowledge exchange with issue focussed recommendations arising from critical analysis culminates in a student organised symposium on an agreed topic of importance to horticulture.


1. Critically analyse a range of primary literature to investigate contemporary issues of significance and how they might impact on a horticultural business or organisation.

2. Report on a specific contemporary issue providing analysis and proposing recommendations.3. Assess the processes of knowledge exchange with reference to topics of contemporary

horticultural significance.4. Publically present an analysis of a contemporary issue.5. Critically analyse research and proposed recommendations by assessing potential impacts

on horticultural practice.

DATE OF APPROVAL: 01 April 2014 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall College



Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110

MODULE LEADER: Dr James Wagstaffe OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTStudents will undertake case studies in knowledge exchange and investigate an issue of importance to the horticultural industry. Study will be supported by field study and external speakers from industry. The way in which research knowledge is converted to practice will be assessed and students will present their own findings and recommendations on a topic at a industry focussed symposium.


Lecture 5 Introducing the main concepts of the module and outlining case studies

Practical Classes and Workshops 30 Student led discussion and planning of case study

investigation and symposium preparation

Tutorial 10 1:1 sessions providing guidance and help in symposium preparation

Fieldwork 5 In field investigation of horticulture issuesGuided Independent study 150


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Coursework C1 Case study - to cover ALO1, 2 & 5.

100%Total = 100%

Practical P1

Student led symposium with briefing paper. All ALOs.

100%Total = 100%


Date:26/06/17


Date:26/07/17

Recommended Texts and Sources:Anaya, C.P., 2012. Knowledge transfer: a practical approach. Bloomington: Xlibris.Denicolo, P., ed., 2014. Achieving impact in research. London: Sage.Frappaolo, C., 2006. Knowledge management. Chichester: Capstone


Horticultural Press:Horticulture Week, The Garden.


MODULE CODE: CORR311 MODULE TITLE: Sustainable Horticultural Enterprises


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: YSHORT MODULE DESCRIPTOR:This module will allow the student to critically engage with and discuss issues around sustainability and enterprise management within the horticultural industry. An understanding of sound business management approaches will be developed. Critical Analyses of good and best practise will be undertaken and external perceptions and drivers will be considered and discussed within the context of policy making and strategic prioritisation for businesses.



50% P1 (Practical)

% or Pass/Fail



%

T1 (Test) %



MODULE AIMS:This module aims to draw together market, social and economic influences on horticultural enterprises and assess these in a business context set against economic viability, environmental resource responsibility and social (or market) acceptance. In the context of the horticultural industry the module will integrate sustainable development, policy and regulatory drivers, market influences and horticultural business management principles.


1. Identify and apply key indicators of sustainability and enterprise within the horticultural industries.

2. Critically evaluate the main external drivers that are changing and challenging the horticultural industry.

3. Audit and appraise horticultural businesses in relation to sustainable development indicators and benchmarks of good enterprise management.

4. Produce recommendations for improved practice based on analysis of a given enterprise5. Critically review and assess potential impacts of recommendations and changing legislation

on potential enterprise success.

DATE OF APPROVAL: 01 April 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/ Cornwall College


PARTNER:DATE(S) OF APPROVED CHANGE: 09/05/15 TERM/SEMESTER: AutumnAdditional notes (for office use only):


MODULE LEADER: Mr Rupert Bannister OTHER MODULE STAFF: Subject Specialists

SUMMARY of MODULE CONTENTSocial and environmental influences on horticultural systems are investigated in the context of economic viability of enterprises. Environmental resource management is discussed in relation to sustainable development (principles, concepts and indicators). Responsible and socially (or market) acceptable enterprise models are reviewed with reference to policy and regulatory drivers. The effect of market influences on horticultural enterprises are critiqued.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 25 Classroom delivery of key module concepts

Practical Classes and Workshops 20 Guided student led analysis of case study enterprises and key topics

Seminar 5 Presentations by industry speakersGuided Independent study 150


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Written exam

E1Formal examination - to cover LO1 and LO2.

100%Total = 100%

T Total = 100%

Coursework C1 Case study - to cover LO3, 4 and 5.

100%Total = 100%


Updated by:Rupert Bannister

Date:26/06/17


Date:26/06/17

Recommended Texts and Sources:Blewitt, J., 2008. Understanding sustainable development. London: Earthscan.Dresner, S., 2008. The principles of sustainability. 2nd ed. Abingdon: Earthscan.Epstein, M.J. & Buhovac, A.R., 2014. Making sustainability work: best practices in managing and measuring corporate, social environmental and economic impacts. 2nd ed. Sheffield: Greenleaf Publishing.Rogers, P.P., Jalal, K.F. & Boyd, J.A., 2008. An introduction to sustainable development.


Abingdon: Earthscan.Weybrecht , G., 2014. The sustainable MBA: a business guide to sustainability. 2nd ed. Chichester: Wiley.

Horticultural Press:Horticulture Week, The Garden.



MODULE CODE: CORR314 MODULE TITLE: Advanced Plant Use and Implementation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module critically evaluates how plant selection can influence landscape and design by investigating the use of alternative species and design concept. It builds on the theory of Climate Change and how it affects plant selection and with the use of CAD software develops designs and ideas that are not considered mainstream.



50% P1 (Practical)




%

T1 (Test) %



MODULE AIMS:The module enables the learner to investigate and familiarise themselves with a range of industry standard CAD software and produce designs to standard specification/templates. In developing designs the learner researches and synthesises unique and bespoke planting plans and designs. The affects of climate change on design are investigated and analysis is made of existing plantings with reference to potential future changes.


1. Demonstrate, evaluate and respond to plant selection criteria to produce plans.2. Research, review and produce planting schemes that utilise traditional and ‘new’

species/varieties/cultivars for complex situations3. Utilise complex dimensioning routines to generate data that can be used to design and

synthesize a range of computer generated images relating to garden and landscape design.4. Critically evaluate how climate change influences plant selection, use and planning5. Analyse existing plant selection and develop new approaches to plant selection in response

to client perception and economic factors

DATE OF APPROVAL: 01 April 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/ Cornwall College


PARTNER:DATE(S) OF APPROVED CHANGE: 09/05/15 TERM/SEMESTER: All Year

Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110


SUMMARY of MODULE CONTENTThe use of selected computer software packages AutoCAD, Rhino, (and other software packages as appropriate) are explored and assessed for their appropriate use in design.The effects on plant selection and planning caused by climatic change, drought, temperature extremes, client perception, forward planning and prediction using climate modelling are investigated and critiqued. Specie selection for a range of situations across a range of plant types are evaluated for their use in a range of design situations.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Delivering key concepts of the module

Seminar 10 Discussion of key concepts and presentation from industry representatives

Practical Classes and Workshops 30 CAD trainingGuided Independent study 150


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Written exam

E1Formal examination - to cover LO1, 4 and 5.

100%Total = 100%

T Total = 100%

Coursework C1 Report - to cover LO1, 2 and 3.

100%Total = 100%



Date:26/08/16


Date:26/08/16

Recommended Texts and Sources:Cantrell, B. & Michaels, W., 2014. Digital drawing for landscape for landscape architecture: contemporary techniques and tools for digital representation in site design. 2nd ed. New York: John Wiley.


Finkelstein, E., 2011. AutoCAD 2012 & AutoCAD LT bible. Chichester: John Wiley.Hitchmough, J. & Fieldhouse, K., eds., 2004. Plant user handbook: a guide to effective specifying. Oxford: Blackwell Science.Lloyd, C., 2005. Succession planting for adventurous gardeners. London: BBC BooksRobinson, N.H., 2011. Planting design handbook. 2nd ed. Farnham: Ashgate.Scarfone, S.C., 2007. Professional planting design: an architectural and horticultural approach for creating mixed bed planting. New York: John Wiley.

WebsitesAssociation of Professional Landscapers www.landscaper.org.ukBritish Association of Landscape Industries www.bali.co.ukLandscape Institute www.landscapeinstitute.orgSociety of Garden Designers www.sgd.org.uk


http://www.sgd.org.uk/

http://www.landscapeinstitute.org/

http://www.bali.co.uk/

http://www.landscaper.org.uk/


MODULE CODE: CORR315 MODULE TITLE: Professional Landscape and Garden Design Practice



SHORT MODULE DESCRIPTOR: (max 425 characters)This module offers the student the opportunity to demonstrate and articulate through both visual and written media the culmination of their skills development within garden and landscape design. Particular opportunity is given to the demonstration of competency in detailed design within a professional context.



100% P1 (Practical)




%

T1 (Test) %



MODULE AIMS:This module extends the understanding developed in Garden and Landscape Design one and two. The student will gain a fundamental knowledge of detailed design. They will undertake detailed design work within appropriate context considering social, cultural and environmental needs.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrating a depth of knowledge and understanding; execute a detailed design project to a

professional standard.2. Critically consider and incorporate the social cultural and environmental need of users into a

detailed design project.3. Analyse and articulate in an appropriate manner; fiscal and resource issues related to the

development of a large design project.

DATE OF APPROVAL: 01 April 2014 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall College




SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 110


SUMMARY of MODULE CONTENTDuring this module students undertake a design project to a professional standard. A brief is analysed and students are guided through the design process to produce a final report. Exact details vary depending on the design brief. Design briefs are obtained from genuine clients and the process is carried within industry standards and competencies.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 15 Delivering the key module conceptsSeminar 10 Discussion of design briefs and initial planningPractical Classes and Workshops 25 Discussion of design progressionGuided Independent study 150


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Coursework

C1

C2

Design plan and brief - to cover ALO1, 2 and 3.Detailed design project - to cover ALO1, 3 and 3.

20%

80%Total = 100%


Updated by: Matt James Date:26/06/17

Approved by: HE Operations Date:26/07/17

Recommended Texts and Sources:Calkins, M., 2008. Materials for sustainable sites: a complete guide to the evaluation, selection, and use of sustainable construction materials. Chichester: John Wiley.Hitchmough, J. & Fieldhouse, K., eds., 2004. Plant user handbook: a guide to effective specifying. Oxford: Blackwell Science.


Heather, J., 2011. Heather’s Model Specification for Landscape and Garden Construction. Ross-on-Wye: Society of Garden Designers.Holden, R. & Liversedge, J., 2011. Construction for landscape architecture. London: Laurence King.Littlefield, D., ed., 2012. Metric handbook: planning and design data. 4th ed. London: Routledge.Mcleod, V., 2008. Detail in contemporary landscape architecture. London: Laurence King.
